2020 Effective Mentoring Program Combined Program (School and Early - - PowerPoint PPT Presentation
2020 Effective Mentoring Program Combined Program (School and Early Childhood) Day 2 1 2020 SB Course - Day 2 Workshop V1.1 2020 Effective Mentoring Program Pre-Day 1 module Day 1 Post-Day 1 module Pre-Day 2 module We are here. Day 2
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2020 SB Course - Day 2 Workshop V1.1
2 We are here.
2020 SB Course - Day 2 Workshop V1.1
Pre-Day 1 module Day 1 Post-Day 1 module Pre-Day 2 module Day 2 Post-Day 2 module
2020 SB Course - Day 2 Workshop V1.1
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More Mentoring Skills Making Teaching Practice Public Observation
Mentoring in Practice VIT Registration Process Inquiry example Action and Evaluation
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Course requirements since Day 1 Mentoring practice with your PRT/volunteer Identify one mentoring challenge and post to CELMS Readings 4 and 6 Work on your Mentoring Plan Discuss the Code of Conduct with your PRT Read and discuss with your PRT the Supporting Provisionally Registered Teachers Guide Attendance at Day 2
2020 SB Course - Day 2 Workshop V1.1
Reflecting on your Mentoring Plan
Capability Framework that may require further development. Choose from any domain in the mentor section. Think about what makes you choose those?
your practice?
What resources or supports will you need to implement these actions and by when?
What evidence will you collect to track your progress? How will you capture your reflections and plan your next steps?
2020 SB Course - Day 2 Workshop V1.1
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Conductor Gardener Enforcer Partner LifeGuard
We each bring a professional stance to the ways in which we work with others, which reflects our values, priorities, assumptions and what we believe to be important. This influences what we say and do and how we work with those around us.
A Reflective Guide to Mentoring and being a Teacher Mentor by EdPartnerships International, commissioned by the Victorian Department of Education and Early Childhood Development (2014)
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2020 SB Course - Day 2 Workshop V1.1
Teaching as a “public” open door activity Teaching as a “private” closed door activity
Observation of practice is a crucial part of professional growth and contributes to; A culture of continuous improvement Creating a learning organisation The recognition of effective and exemplary practice Shared understandings in a community of practice Building confident and informed beginning teachers. Resources: Teacher tip: Peer observation, feedback and reflection https://www.education.vic.gov.au/school/teachers/classrooms/Pages/approachesppnpeerobstip.aspx
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Having agreed the purpose for observing practice, what are the practicalities?
happens to the record?
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VIT Code of Conduct and Ethics Framework for Improving Student Outcomes Australian Professional Standards for Teachers APST from Graduate to Proficient Teacher Level Mentoring Capability Framework
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Practice Principles for Excellence in Teaching and Learning (Gov’t Schools)
QIP AIP
VEYLDF Practice Principles NQS Quality Area: STANDARD 4.2 PROFESSIONALISM
Effective Mentoring Program - Early Childhood Day 1 - V1.0
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APST from Graduate to Proficient Teacher Level Mentoring Capability Framework
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2020 SB Course - Day 2 Workshop V1.1
What is mentoring? And what is it not? How do effective mentors live their role? The good mentor The Mentoring Capability Framework: three perspectives – mentor, mentee, school The core mentoring skills – EI, listening, trust, rapport Giving and receiving feedback & evidence-informed conversations – with great questions Public rather than private practice – the place of observation The skill of making the implicit explicit: from principle to practice
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Applying your learning
Feedback is a gift. Ideas are the currency of
Let people see you value both feedback and ideas.
Jim Trinka and Les Wallace
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2020 SB Course - Day 2 Workshop V1.1
In your triad decide who is A, B and C. A will take the role of mentor – practising an aspect of their mentoring practice. B will take the role of mentee – discussing a challenge in their mentoring practice. C will take the role of observer and will offer professional feedback to A There will be 3 rotations so everyone will take the roles in turn. This is a mentor to mentor conversation
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A will take the role of mentor -
practising an aspect of their mentoring practice.
B will take the role of mentee –
discussing a mentoring challenge.
C will take the role of observer.
2020 SB Course - Day 2 Workshop V1.1
Extend and/or refine your action plan in terms of the MCF Apply your further learning Decide the next 2 or 3 actions for your Mentoring Plan 19
2020 SB Course - Day 2 Workshop V1.1
Return to your Mentoring Plan, draft your next steps and plans for your post- Day 2 work 1. Identify priority descriptors from the Mentoring Capability Framework that may require further development.
Choose from any domain in the mentor section. Think about what makes you choose those?
2. Actions: What actions (2-3) will you take to develop your practice? 3. Resources and supports:
What resources or supports will you need to implement these actions and by when?
4. Evaluate effectiveness of practice – assess and reflect:
What evidence will you collect to track your progress? How will you capture your reflections and plan your next steps?
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To regulate for a highly qualified, proficient and reputable teaching profession. When performing any regulatory function, VIT must consider the wellbeing and safety of children, including by taking into account community expectations.
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87% of PRTs – working collegially allowed them to see what good professional practice looked like 83% of PRTs – mentoring process was supportive and beneficial to changes in practice 73% of PRTs – working with a mentor influenced their likelihood of staying in the profession 87% of mentors (your colleagues) – professional learning benefits to being a mentor.
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Reflection and writing (2 mins) Use 3 column WOW scaffold under the three headings Share (2 mins) Mentor 1 shares, colleague listens and makes notes Clarifying and probing questions (2 mins) Colleague asks probing and clarifying questions before offering any insights or ideas Exchange roles Repeat process for mentor 2 Review and discuss the process
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As a table group, make a list of the behaviours and coaching/guiding questions that may be useful at the stage your group has been allocated.
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Display your tips around the room and stand with your tips as a group. Move in a clockwise direction around the room. Discuss and add to each stage and / or place a tick against the most useful tips. (2 mins per stage)
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regularly meet with your mentee to ensure that the inquiry process is being undertaken and that the evidence is being collected support your mentee with the evidence reminding them to use what they have from their regular practice rather than create extra workload invite your mentee to observe you be involved in professional discussions with your mentee when possible, observe your mentee and provide them with feedback on their initial progress and then move to feedback upon their action plan ensure that your mentee has completed the template and evidenced all that they need to before the panel meeting. Recommending a PRT to panel who is not ready can be damaging professionally and personally.
Expanding vision of beginning teachers
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Checklist Supporting Provisionally Registered Teacher Final check by PRT and mentor before workplace panel
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Purpose: final check before submitting to panel Have all descriptors been evidenced? reference to page numbers and documents copies to panel for their information prior to meeting.
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In pairs briefly read over the evidence sample using the checklist discuss how the observations and professional discussions were recorded using the checklist, can you locate the required information? using the short guide, focus upon your table’s allocated area – discuss the evidence presented in the sample(s) – what learning or questions does your discussion raise? As a table discuss what you noticed about how the descriptors were evidenced are there any tips that you can take back to your PRT about how to reference the standards or present their evidence?
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Please return to your seats promptly for the final session of the day 2.30-2.45 35
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School setting Early childhood setting
teacher who has completed an EMP or VIT program
teacher colleague nominated by the PRT who is familiar with their work
teacher who has completed an EMP or VIT program
teacher colleague nominated by the PRT who is familiar with their work
Any deviation from the expected panel composition must be approved by VIT.
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2019 audit data – most common reasons for not meeting requirements for full registration child safety and welfare report with two examples of how they have implemented their obligations professional boundaries report 3 mentor visits and 3 professional conversations. Standards 1.4. Strategies for teaching Aboriginal and Torres Strait Islander Learners 1.6. Strategies to support full participation for learners with a disability 2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
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www.vaeai.org.au Local Aboriginal Education Consultative Groups Narragunnawali – Reconciliation Australia Marrung – Aboriginal Education Plan.
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One of the hallmarks of a profession is adherence to publicly affirmed ethical standards.
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mentors@vit.vic.edu.au
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prt@vit.vic.edu.au
Continue to reflect on the MCF Continue to mentor, create the next iteration of your action plan and implement Consider using some of the stretch activities and additional resources Work with your school leadership team to develop a school-wide mentoring strategy, reflecting the MCF 46
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TELL US WHAT YOU THINK
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2020 SB Course - Day 2 Workshop V1.1